Analyzes a real-life writing session involving a male executive in the construction business, his female secretary, and a male representing himself as a state official, working collaboratively to write a letter to a state official urging action on a long overdue claim. Discusses the quality of the drafts and the participants' roles. (KEH)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Presents an interview with psychologist and author Mary Field Belenky. Explores her collaborative work with three other authors in compiling findings on women's cognitive, intellectual, and ethical development. Identifies shortfalls in the traditional ways of looking at women. Notes greater recent attention paid to the teaching of writing. (SG)

Presents several activities for an "interactive" classroom, including improvisation, role-playing, and informal discussions of literature. Notes that all suggested activities provide a context for language use and use students' talk as a vehicle for learning in a wide variety of communication situations, including reading and writing.…

Describes a collaborative learning activity that can be used in a composition classroom. Suggests ways of planning collaborative activities. (RAE)

Explores the writing model developed by Linda Flower and John Hayes, examining its usefulness in studying workplace writing from the social perspective. Finds that the model is a valuable tool from the cognitive perspective of composition research but notes its limitations in describing the group processes of collaborative writing. (MG)

Outlines the Cooperative Integrated Reading and Composition (CIRC) program, a sequenced and structured reading/language arts program used by elementary level students at Bracher School in Santa Clara, California. Describes several cooperative reading and writing activities used in this program. (MM)

Reports on the results of survey research designed to determine how students feel about peer assistance and group writing. Finds that results were generally favorable, although more problems surfaced regarding collaborative projects than peer criticism. States that statistical analysis of objective and open-ended items yielded suggestions for…

Describes an advanced composition course involving individual projects which encourage collaboration. Outlines the class, describes how selected students have responded to different elements of it, and comments on what the teacher has learned from it. (SR)

Presents an initial minicollaboration exercise with which to begin collaborative projects. Notes that students discuss how to respond to a range of comments and concerns of prior students to collaboration, thus shifting learning and discovery to students from the very first step. (SR)

Discusses writing as a social activity and how collaborative writing enables risk taking and promotes a change in writing attitudes. Provides examples of collaborative writing in the following areas of expository text structure: enumeration, sequence, comparison/contrast, and cause/effect. (MG)

Proposes a four-phase plan for a team formal report project in the business and technical writing course. Finds positive attitudes toward both the formal report and collaborative writing among students in 29 formal report groups. (SR)

Considers the complex roles encompassed in the job of college English professor, including researcher and teacher. Discusses three basic schools of writing traditions. Proposes a model of writing based on collaborative principles blurring disciplinary boundaries, resulting in intellectual property as literacy. (HB)

Illustrates, through a description and examples, the collaboration between a university class and an elementary class. Describes pen pals and collaborative book writing as two approaches that provide student writers with the opportunity to receive rehearsal of strategies such as invented spelling, writing as a process, and integrating the language…

Describes the recent integration of a critical pedagogy within the field of composition studies, especially regarding collaborative learning and difference. Discusses one writing class and how collaborative groups negotiated their differences. Shows how issues of difference affected or created problems within groups. (HB)